UNIT 1 - INDUSTRY AND REFORM BRITAIN 1750-1900
Resources & ICT
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HISTORY 8
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• This unit will look at the cause and
effect of change in Britain before
1750 and after.
• Areas concerning the Industrial
Revolution will look at the change
from farming to factories, the
improvements of transportation
and the growth of the coal
industry
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A brief overview of Britain in 1750
The population explosion after 1750
The changes and development in farming during the 18th century
The changes in manufacturing and the creation of urban areas
Coal and iron as precious commodities
Key reforms that improved life
Changes in transportation
Rise of the machines and inventions
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Students to Understand
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Types of assessment
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• Formative assessments will include:
presentations, in class discussions
and observations, worksheets,
essays, display
• Summative assessments will
include: end of unit test, end of
year exam
• Why did the population explode and how did it affect Britain?
• How was transport improved and towns created?
• How and why did production of iron and coal change?
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Students to be able to Do
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• Explain orally and in written form what was the Industrial Revolution
• Identify specific evidence that will support the points of the explanation
• Use the Points Evidence and Evaluation technique
Learning styles activities
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Cross curricular links
Visual
Verbal
Aural
Social
Solitary
Powerloom weaving in 1835
Illustrator T. Allom / Public domain
Content
• Industry, Reform and Empire, KS3
History by Aaron Wilkes
• Teacher created notes, worksheets
etc.
• Internet
• Library
Students to Know
• Geography; Britain's geography,
fossil fuel, colonies of Britain
• Economics; colonies of Britain,
trade
• Science; cast iron to wrought iron,
water wheel, steam power, canals
and locks
Differentiation incl. EAL
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• Vocabulary explained
• Individual support where required
• Simplified rubrics for written work
Global citizenship, internationalism, local environment
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• The need for resources and the spread of the British empire overseas
• The understanding of cooperation between different levels of power
September-October - 8 weeks
www.brillantmont.ch
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UNIT 2 - THE DEVELOPMENT OF THE AMERICAN WEST 1840-1895
Students to Know
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Resources & ICT
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Content
HISTORY 8
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• This unit will look at the ‘push and
pull’ factors of the development of
the American West
• Five groups will be studied; the
Sioux Nation, the settlers, the
mountain men, the Mormons and
the gold seekers
• Teacher created material; notes,
worksheets, slide shows etc.
• Internet
• Library
Types of assessment
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• Formative assessments will include:
presentations, in class discussions
and observations, worksheets,
essays, display
• Summative assessments will
include: end of unit test, end of
year exam
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The physical geography of the Great Plains
Factors that made the Sioux Nation change their life style
The importance of the mountain men
The Settlers and their adaptation to the West
The Mormons and their struggles and success moving West
The effect of the Gold Rush on the West
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Students to Understand
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• How the Sioux nation adapted to the harshness of American West
• Who is Jim Bridger and how he contributed to the development of The
Plains
• The consequences that the Donner Party and other settlers had to face
• That organisation, leadership and cooperation of the Mormon community
led to their success
• How the rush for gold developed towns
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Cross curricular links
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• Geography; the political geography
of the United States in 1840, the
physical attributes of The Plains
• Economics; the depression in the
East
Differentiation incl. EAL
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• Vocabulary explained
• Individual support where required
• Simplified rubrics for written work
Students to be able to Do
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• Explain orally and in written form how the American West was developed
• Identify specific evidence that will support the points of the explanation
• Use the Points Evidence and Evaluation technique
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Visual
Verbal
Aural
Social
Solitary
Harry A. Kelley / Public domain
Learning styles activities
Global citizenship, internationalism, local environment
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• The understanding and importance of cooperation for survival
• The importance of respect and tolerance between cultural social groups
October-January - 8 weeks
www.brillantmont.ch
UNIT 3 - THE FRENCH REVOLUTION 1774-1798
Students to Know
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Content
HISTORY 8
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• This unit will cover the turbulent
history of France 1774-1798 and
the bloody events of the
revolution
• Enquiries will build a picture of the
causes, consequences and
historiography of the revolution.
• Teacher created material; notes,
worksheets, slide shows etc.
• Internet
• Library
Types of assessment
!
• Formative assessments will include:
presentations, in class discussions
and observations, worksheets,
essays, display
• Summative assessments will
include: end of unit test, end of
year exam
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Europe in 1780
The Three Estates in France and its monarchy
The depts and danger of the king
The storming of the Bastille
1789 – the year of revolution and New France
From revolution to war
The Terror and its reaction
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What were people complaining about in the early 1780’s
Why did Louis XVI call the Estates-General
What sort of revolution took place in 1789 and what caused it
Why did violence explode to become the Terror
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• Explain orally and in written form how and why a revolution in France took
place in 1789
• Identify specific evidence that will support the points of the explanation
• Use the Points Evidence and Evaluation technique
Visual
Verbal
Aural
Social
Solitary
Le serment du jeu de Paume, the 20th June 1789
• Geography; France, West indies
• Economics; the depression
• Language; French terms
Differentiation incl. EAL
• Vocabulary explained
• Individual support where required
• Simplified rubrics for written work
Global citizenship, internationalism, local environment
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• The understanding and importance of cooperation for specific purposes
• The importance of respect between social groups and hierarchies
January-March - 8 weeks
www.brillantmont.ch
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Students to be able to Do
Learning styles activities
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Cross curricular links
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Students to Understand
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Jacques-Louis David / RMN / Public domain
Resources & ICT
UNIT 4 - THE TRIANGULAR SLAVE TRADE 1699-1865
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Content
HISTORY 8
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• This unit will cover the
Transatlantic slave trade
• Lessons will discuss how slavery
turned into a highly profitable
international business that forced
millions of people to be displaced
• Focus will be on the countries
previously covered, Britain, United
States of America and France
• KS 3 History Industry, Reform and
Empire by Aaron Wilkes
• Teacher created material, notes,
worksheets, slide shows etc.
• Internet
• Library
Types of assessment
!
• Formative assessments will include:
presentations, in class discussions
and observations, worksheets,
essays, display
• Summative assessments will
include: end of unit test, end of
year exam
Students to Know
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Black Cargo
The Triangular Trade
Maroons/Cimarrones/The Underground Railroad/Contraband
Abolitionists and the Emancipation
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Why did this process of slavery begin and how did it operate?
What was it like to be sold as a slave?
What sort of life did these slaves lead?
How did black people try to win back their freedom?
Who were the abolitionists and what did they do?
Why and how was slavery abolished in Britain, America and France?
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Students to Understand
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• Explain orally and in written form how and why slavery increased in the
early 16th century and how it was abolished
• Identify specific evidence that will support the points of the explanation
• Use the Points Evidence and Evaluation technique
Visual
Verbal
Aural
Social
Solitary
Slavery
• Geography; mapping countries
involved in the Transatlantic Slave
Trade
• Economics; trade
• Language; terms adapted from
trade countries
• Vocabulary explained
• Individual support where required
• Simplified rubrics for written work
Global citizenship, internationalism, local environment
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• The understanding and importance of cooperation for specific purposes
• The importance of respect between social groups and hierarchies
April-June - 8 weeks
www.brillantmont.ch
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Students to be able to Do
Learning styles activities
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Cross curricular links
Differentiation incl. EAL
Antoine Taveneaux / CC BY-SA 3.0
Resources & ICT